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Format: Video
Justification: Lo discusses her inspiration for the book, reads an excerpt from the book, and describes some of the historical context for the book. This will offer students a more visual way to access the book.
Use: Students can view this independently to build more schema around the book. Teachers could also share this video with students in class and discuss what students know and want to know about the topic as a pre-reading activity.
Complexity: Low/Medium

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Last Night at the Telegraph Club Is Out Now!

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Format: Excerpt
Justification: Freire offers a definitive explanation of the struggle for liberation and the complexities of it. Students will be able to understand what liberation means, and why the oppressed may resist it. Moreover, it explains how liberation benefits the oppressors as well.
Uses: Teachers can share select quotes from the text for students to analyze for understanding. For very high level students, teachers may consider giving them an unedited excerpt from the chapter to engage in reading for understanding. This can also be used for teachers to build their own background knowledge, and transform it into a more student-friendly format.
Complexity: High

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Last Night at the Telegraph Club, by Malinda Lo, explores what it means to belong, and what it means to be yourself. Lily Hu is a high school senior growing up in the tight-knit community of San Francisco's Chinatown in the 1950s. She dreams of building rockets and traveling to space, but closer to Earth she is trying to understand what her feelings for her classmate, Katherine Miller, means. Lily must decide if she will follow the path set out for her by her family and society, or risk everything for love.

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Read 11k reviews from the world's largest community for readers. A story of love and duty set in San Francisco's Chinatown during the Red Scare. "That boo...

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Format: Spotify playlist
Justification: This playlist helps to set the mood for students as they read this book. Some of the songs are mentioned in the book, while others are relevant songs from the era. This provides a way for readers to fully immerse themselves in the book.
Use: Teachers play a featured song during classroom read-alouds. Students choose a song from the playlist to analyze with a partner, discussing how the lyrics and music help to characterize people in the story. Students could compare songs to more modern takes on the themes.
Complexity: Low/Medium

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From San Francisco Public Library

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See search results for "Last Night at the Telegraph Club" in the San Francisco Public Library digital collection.

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Format: YouTube video
Justification: This video is a primary source text. It is a reel showcasing San Francisco in 1955, which is when the anchor text is set. This video offers students a different access point for imagining and understanding the setting for the book.
Uses: Teachers can show clips from the video to help orient students to the text as they read. In particular, there are highlights for Chinatown (18:45), Sutro Baths and Playland (6:55), which are mentioned throughout the book.
Complexity: Low/Medium

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Format: photographs
Justification: Primary source photographs through 1965 of lesbian clubs and nightlife in San Francisco. The photos include Club 440 and Mona's, which are inspirations for the Telegraph Club in the anchor text. These photos offer a visual access point for students to connect to the anchor text.
Uses: These photos can be used in teacher-led presentation on LGBT life in San Francisco. Students could also engage in a gallery walk protocol to discuss photos with peers.
Complexity: Low

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Included here are selected photographs from the Wide Open Town History Project records ( collection #2003-05). Wide Open Town is Nan Alamilla Boyd's groundbreaking history of queer San Francisco to 1965. Photographs highlight Mona Sargent's clubs, including Mona's 440, and lesbian nightlife.

Images are accessible for purposes of education and research. Permission to publish or reproduce is required. Please contact reference@glbthistory.org for questions.

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Wide Open Town Records - GLBT Historical Society

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Included here are selected photographs from the Wide Open Town History Project records ( collection #2003-05). Wide Open Town is Nan Alamilla Boyd's groundbreaking history of queer San Francisco to 1965. Photographs highlight Mona Sargent's clubs, including Mona's 440, and lesbian nightlife. Images are accessible for purposes of education and research.

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Format: Glossary
Justification: This can be useful for language learners as well as educators and students who may be unfamiliar with some of these terms.
Uses: Teachers can use these terms when discussing Lily's struggle with not having the language to understand her identity. Students could independently explore this text.
Complexity: Medium

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How we choose to define and express our identity to ourselves and each other is important. Conversations about gender identity are becoming increasingly common in schools, and school counselors should be prepared to support students who identify as transgender or gender nonconforming. Part of this support includes understanding the language used to describe gender expression and identity so that words are not incorrect or hurtful to a student or colleague.

When thinking about these words, never assume that a student identifies with a particular label or term to describe themselves. Trust that students know themselves better than anyone and listen to what they each have to say about their gender identity and expression. When you take the time to listen and learn, you empower a student to be their most authentic self.

Below is a glossary of commonly used terms to describe aspects of gender identity and expression. Do not hesitate to ask clarifying questions about labels or acronyms and empower students to give you feedback about whether you're using terms and pronouns correctly.

Not identifying with any particular gender; sometimes referred to as "nongender" or "genderless." Return to glossary index

Read the rest of the series
Citation for this content: USC Rossier's online masters in school counseling program.

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It's important to understand the language used to describe gender expression and identity so that words are not incorrect or hurtful to a student or colleague. Here is a glossary of commonly-used terms to describe aspects of gender identity and expression.

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Format: List
Justification: Explanation of the rights of LGBTQ students in a school context.  This supports students in understanding their rights and the rights of their peers as they consider ways to liberate self and community.
Uses: Students can use this as a resource for research on LGBTQ rights, or as an advocacy tool. Students can make connections between the rights of students and how these rights could have supported Kath Miller's friend, Jean, in the anchor text.
Complexity: Medium/High

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Format: Poem
Justification: Smith's poem describing the experience of entering a gay club as the first time as a teenager is a parallel for Lily's feelings about the Telegraph Club. This poem speaks to the freedom and power of queer affinity spaces.
Uses: Students can analyze the poem and make connections between the poem and anchor text.
Complexity: Medium/High

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this gin-heavy heaven, blessed ground to think gay & mean we.

bless the fake id & the bouncer who knew

this need to be needed, to belong, to know how

a man taste full on vodka & free of sin. i know not which god to pray to.

i look to christ, i look to every mouth on the dance floor, i order

a whiskey coke, name it the blood of my new savior. he is just.

he begs me to dance, to marvel men with the

of hips i brought, he deems my mouth in some stranger's mouth necessary.

bless that man's mouth, the song we sway sloppy to, the beat, the bridge, the length

of his hand on my thigh & back & i know not which country i am of.

i want to live on his tongue, build a home of gospel & gayety

i want to raise a city behind his teeth for all boys of choirs & closets to refuge in.

i want my new god to look at the mecca i built him & call it damn good

or maybe i'm just tipsy & free for the first time, willing to worship anything i can taste.

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The 17-Year-Old & the Gay Bar by Danez Smith | Poetry Magazine

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this gin-heavy heaven, blessed ground to think _gay_ & mean _we._

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Format: Poem
Justification: This poem by Audre Lorde can be used to help students connect with the feelings Freire describes as "fear of freedom". It also speaks to the idea of liberation, the challenges, and ultimately the necessity for seeking it.
Uses: Students can analyze the poem for the theme of liberation and make connections between the poem and terms from Freire. Students can also connect the poem to the main characters in the anchor text.
Complexity: Medium/High

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For those of us who live at the shoreline

standing upon the constant edges of decision

for those of us who cannot indulge

the passing dreams of choice

who love in doorways coming and going

in the hours between dawns

looking inward and outward

seeking a now that can breed

like bread in our children's mouths

so their dreams will not reflect

who were imprinted with fear

like a faint line in the center of our foreheads

learning to be afraid with our mother's milk

this illusion of some safety to be found

the heavy-footed hoped to silence us

this instant and this triumph

We were never meant to survive.

And when the sun rises we are afraid

when the sun sets we are afraid

it might not rise in the morning

when our stomachs are full we are afraid

when our stomachs are empty we are afraid

when we are loved we are afraid

when we are alone we are afraid

and when we speak we are afraid

our words will not be heard

we were never meant to survive.

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A Litany for Survival by Audre Lorde | Poetry Foundation

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For those of us who live at the shoreline

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Format: video (StoryCorps)
Justification: In this interview, a couple share their love story and their family's reaction to it. Students can connect this story to the experiences of the main character in the anchor text. Furthermore, it serves as an example of the challenges and rewards of liberation, and how one's self-liberation can be supportive of their family and community as well.
Uses: Teachers can share this and discuss with students. Students can also independently view this and share reactions, questions, and connections.
Complexity: Low/Medium

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First Kiss on Lake Pontchartrain | Story of the Week

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Format: Infographic
Justification: Bobbie Harro explains how people are socialized into accepting and perpetuating oppressive views, as well as how one can liberate themselves from society's expectations. This can be used to support students in understanding the role of self, family, and community in Lily's oppression, and how she is able to liberate from it. Students can also use this to make connections to their personal lives.
Uses: Teachers can use this with students in direct instruction, or have students jigsaw to understand the different concepts. Students can apply this understanding to the anchor text and to their own experiences.
Complexity: High

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The purpose of this text set is to support students in connecting the concept of liberation to the book Last Night at the Telegraph Club and in their own lives. The anchor text focuses on a young Chinese-American woman's discovery of her lesbian identity. While this text set supports students in deepening their understanding of issues specific to LGBTQ youth, it also provides resources to enhance understanding of liberation from oppression as defined by Paulo Freire.

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Format: Report from Human Rights Campaign
Justification: Teachers can use data and evidence to help students understand the current issues facing LGBT youth. This can support students in making comparisons between the anchor text's historical context and today. Furthermore, this can help give students concrete evidence for the ways that LGBT youth may encounter resistance or obstacles to their liberation.
Use: Students can jigsaw or do a gallery walk of different parts of the data. Teachers can provide report as a resource to students. Students can analyze findings and make connections to the anchor text.
Complexity: Medium/High

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These materials are intended for high school seniors and their teachers.

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Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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Read and comprehend complex literary and informational texts independently and proficiently.

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American Civil Liberties Union. [ACLU]. (n.d.). Know your rights: Students' rights. https://www.aclu.org/know-your-rights/students-rights/#lgbtq-student-rights

ClearSkys. (2012, January 9). San Francisco 1955. [Video]. YouTube. https://www.youtube.com/watch?v=s-D05oPQUg0

Freire, P. (1993). Pedagogy of the oppressed. [PDF]. Continuum. https://envs.ucsc.edu/internships/internship-readings/freire-pedagogy-of-the-oppressed.pdf

Harro, B. (2000). Readings for diversity and social justice. [PDF]. Routledge. https://diversity.wisc.edu/wp-content/uploads/2019/11/Cycles-of-socialization-and-liberation.pdf

Human Rights Campaign. [HRC]. (2018). LGBTQ youth report. https://hrc-prod-requests.s3-us-west-2.amazonaws.com/files/assets/resources/2018-YouthReport-NoVid.pdf?mtime=20200713131634&focal=none

Lo, M. [malindalo]. (2021, January 13). Last Night at the Telegraph Club.[Playlist]. Spotify. https://open.spotify.com/playlist/3qzxWhLutqsUrVRKOWjhDx?si=Sk45pNNLQr-MzYHdIb_5vQ&nd=1

Lo, M. (2021, January 19). Last Night at the Telegraph Club is out now! [Video]. YouTube. https://www.youtube.com/watch?v=rnHxDeVBbgA

Lorde, A. (1997). A litany for survival. Poetry Foundation. https://www.poetryfoundation.org/poems/147275/a-litany-for-survival

Smith, D. (2017) The 17-year-old & the gay bar. Poetry Foundation. https://www.poetryfoundation.org/poetrymagazine/poems/92050/the-17-year-old-the-gay-bar

StoryCorps. (2019, March 15). First kiss on Lake Pontchartrain | Story of the week. [Video]. YouTube. https://www.youtube.com/watch?v=ggXufAUrrlc&list=PLqD5hvMO4a9dE5a_aqrkocX3KHj-tjbAm&index=12

USC Rossier. (2020, July 6). A gender identity glossary for schools.
https://rossieronline.usc.edu/blog/gender-identity-glossary/

Wide Open Town History Project Records. (n.d.). Wide Open Town History Project records. GLBT Historical Society. https://www.glbthistory.org/wide-open-town-records